Wade Goodridge

Utah State University, Engineering Education, Faculty Member

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I am a Assistant Professor in Engineering Education with active research interests towards spatial ability, spatial cognition, undergraduate research impacts on student self-efficacy, and informal learning environments. I am currently engaged in research looking at spatial ability and its enhancement in blind and low vision youth engaged in engineering activities.

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Mia Consalvo

Concordia University (Canada)

Julita Vassileva

University of Saskatchewan

George K. # Zarifis

Aristotle University of Thessaloniki

Armando Marques-Guedes

UNL - New University of Lisbon

Dominic Arsenault

Université de Montréal

Graham B . Slater

Southern Illinois University Edwardsville

Andrew W Wilkins

Goldsmiths, University of London

Roshan Chitrakar

Nepal College of Information Technology

Lev Manovich

Graduate Center of the City University of New York

Jesper Juul

The Royal Danish Academy Of Fine Arts, Schools Of Architecture, Design And Conservation

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Papers by Wade Goodridge

Discourse analysis identification of common codes related to truss design in a statics course

Learning log indicators of student understandings to common truss analysis methods within a statics course

Application of a Mitered Ogee Crest to Steep Stair-Stepped Spillways

World Environmental and Water Resources Congress 2008, May 1, 2008

Design flow requirements for both new and existing dams have increased over the past 30 years due... more Design flow requirements for both new and existing dams have increased over the past 30 years due (in part) to a series of dam failures caused by embankment overtopping. Increased spillway design flow requirements often require the renovation and re-design of the spillway crest for increased discharge without increasing reservoir pool elevation. Mitered ogee crests can be a viable alternative to the use of traditional ogee crests and to replacing broad crested weirs for increasing the discharge capacity of an existing spillway. Although the use of a traditional ogee crest would be the optimum design for increasing discharge, the use of a mitered crest would be simpler and more economical to construct than the profile of a traditional ogee crest. The application of a mitered ogee crest with a stair-stepped spillway is the subject of the following paper. Currently, there is little research available regarding the design of a mitered ogee crest. This paper discusses the discharge capacity of a mitered ogee crest and its application to stair-stepped spillways. A comparison of the performance and capacity of a stair-stepped spillway is made to the design of a traditional ogee crest (Army Corps of Engineers design specifications) and to the design of a broad crested weir. This paper is based on the 1:20 scale sectional and the 1:40 scale spillway physical models of the Gilboa Stair-Stepped Overflow Spillway, conducted at the Utah Water Research Laboratory, Utah State University. The analysis and comparison of the

Ac 2011-2431: Team Teaching That Goes the Distance: Team Instruction for a Broadcast Introductory Engineering Course

instructs core engineering courses at the Brigham City Regional Campus. Angie is a registered pro... more instructs core engineering courses at the Brigham City Regional Campus. Angie is a registered professional mechanical engineer and has over 15 years industry experience as a practicing engineer. She holds a BSME degree from the United States Military Academy at West Point and a MSME degree from Georgia Tech. Her research interests include adult learning theory, blended learning techniques, and improved methods for technology based instruction. She is a member of ASEE, ASME, and IEEE.

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Entrepreneurial curriculum in an Engineering Technical Communication course: Looking for impact on creativity and mindset

This work in progress initiated an investigation into an intervention focused on entrepreneurial ... more This work in progress initiated an investigation into an intervention focused on entrepreneurial training that was implemented in the delivery of a “Technical Communication for Engineers” course at a western research university. The course was delivered through multiple separate sections and was taught by two instructors using the same curriculum. The control-group approach utilized an established method to help engineers and computer scientists learn technical communication by writing a technical proposal as a team. The treatment-group approach included providing entrepreneurial training and consulting through lectures and one-on-one consultations provided by student consultants from the university's Entrepreneurship Club. Student consultants were trained in Glauser's NERCM principles for business consulting. The impact measurement of the intervention focuses on the results of students taking the Abbreviated Torrance Test for Adults (ATTA) creativity assessment and Dweck's growth-vs-fixed Mindset survey. Lagged regression in quasi-experimental statistics will be utilized to compare results from a pre- and post-delivery of the test instruments taken before the entrepreneurial lectures begin and then again at the end of the course. Random selection of students from a convenience sample with an opt-out enrollment process was utilized. Additionally, a task value survey and an entrepreneurial intent survey were given to the students to develop an understanding of their views of this teaching method based upon the perceived value of the course.

Comparing the Effectiveness of Newer Linework on the Mental Cutting Test (MCT) to Investigate Its Delivery in Online Educational Settings

International Education Studies, Jul 16, 2023

The purpose of this study was to examine any differences in test scores between three different o... more The purpose of this study was to examine any differences in test scores between three different online versions of the Mental Cutting Test (MCT). The MCT was developed to quantify a rotational and proportion construct of spatial ability and has been used extensively to assess spatial ability. This test was developed in 1938 as a paper-and-pencil test, where examinees are presented with a two-dimensional drawing of a 3D object containing a cutting plane passing through the object. The examinee must then determine the cross-sectional shape that would result from cutting along the imaginary cutting plane. This work explored three versions of this test (the original and two adapted versions), administered online, to see if there were any differences on the versions regarding student performance. Versions differed in the linework quality displayed as well as shading shown on the surfaces. This study analyzed statics students’ scores on the three online versions of the MCT and on the original paper version of the MCT to identify which version of the test may be most optimal for administering to engineering students. Results showed that there was a statistically significant difference in students’ scores between multiple versions. Understanding which representations of the MCT items are most clear to students will provide insights for educators looking to improve and understand the spatial ability of their students.

Conceptual Conflict Applicability within Educational Laboratories

The Correlation of Growth Mindset with Statics Course Performance

AC2011-919: Taskinterpretationandself-Regulatingstrate- Giesinengineeringdesignproject:Anexploratorystudy

Before coming to Utah State, Dr. Lawanto taught and held several administrative positions at one ... more Before coming to Utah State, Dr. Lawanto taught and held several administrative positions at one large private university in Indonesia. In his years of teaching experiences in the area of electrical engineering, he has gained new perspectives on teaching and learning. He has developed and delivered numerous workshops on student-centered learning and online-learning-related topics during his service in Indonesia. Dr. Lawanto's research interests include cognition, learning, and instruction, and online learning.

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Adapting Older Engineering Graphics Methods to Facilitate New Opportunities in Our School Systems for Blind and Low-Vision Youth: The Development of Instructional Strategies and Accessible Materials and Supplies Should Be Completed with an Informed Perspective Incorporating the BLV Community

Technology and Engineering Teacher, Mar 1, 2020

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Work in Progress: The Development of a Tactile Spatial Ability Instrument for Assessing Spatial Ability in Blind and Low-vision Populations

2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021

Adaptation of the Mental Cutting Test for Use among the Blind or Visually-impaired

2018 ASEE Zone IV Conference, 2018

The usability and user experience evaluation of web-based online self-monitoring tool: Case study human-computer interaction course

2016 4th International Conference on User Science and Engineering (i-USEr), 2016

To facilitate self-monitoring interventions developed by the Faculty of Computer Science, Univers... more To facilitate self-monitoring interventions developed by the Faculty of Computer Science, Universitas Indonesia, a web-based self-monitoring tool was created. This study aims to evaluate the tool's usability and the user experience prior to its wide adoption. The User Experience Questionnaire and the System Usability Scale were used to evaluate the self-monitoring tool. The tool was used in a Human-Computer Interaction course during odd semesters and the evaluations were taken by the participants of the course. The evaluation results were beneficial to determine whether the user experience needs to be enhanced or improved.

Task Interpretation, Cognitive, and Metacognitive Strategies of Higher and Lower Performers in an Engineering Design Project: An Exploratory Study of College Freshmen

This paper examines the task interpretation and strategy use of higher- and lower-performing coll... more This paper examines the task interpretation and strategy use of higher- and lower-performing college freshmen while engaged in anengineering design project using a self-regulated learning (SRL) framework. Our goals were to consider how students’interpretation of task demands could be associated with their use of planning, cognitive, and monitoring/fix-up strategies, both aspart of the design process and when managing their time, resources and teamwork. The main research question that guided thestudy was: In what ways did higher- vs. lower-performing students differ when engaged in an engineering design project? Withregards to this question, we specifically explored how these two groups of students were similar or different in their: (1) taskinterpretation in relation to reported strategy use during the design process; and (2) task interpretation in relation to reportedstrategy use in project management. Seventy freshman engineering students enrolled in an introductory engineering design course atUtah State University were recruited for the study. From among that group, data from 20 higher- and 12 lower-performers wereselected for analysis. Survey instruments and Web-based design journal entries were used to capture students’ task interpretation,reported strategy use, including planning (PS), cognitive (CS), and monitoring/fix-up strategies (MF), and perceptions of importantperformance criteria (CR). Students’ design performance was evaluated by the teacher. Descriptive and nonparametric statistics andgraphical views were used to analyze student SRL profiles. Entries from students’ design journals were coded using an SRL modeland interpreted to triangulate and complement survey data to achieve deeper insight about SRL between the two groups. Thefindings suggested that both higher- and lower-performers were highly aware of important task requirements. However, higher-performing students had a greater awareness and reported greater use of monitoring and fix-up strategies associated with success inthe design process. The higher-performing students also obtained higher scores on criteria for performance than lower-performingstudents, both in the design process and project management. Furthermore, journal writings revealed that higher performers weremore thorough in identifying and describing design requirements and strategies for their projects than were the lower performers.This paper discusses the potential implication for design instruction in engineering college freshmen.

Adaptation of the Mental Cutting Test for the Blind and Low Vision

This paper seeks to illustrate the first steps in a process of adapting an existing, valid, and r... more This paper seeks to illustrate the first steps in a process of adapting an existing, valid, and reliable spatial ability instrument – the Mental Cutting Test (MCT) – to assess spatial ability among blind and low vision (BLV) populations. To adapt the instrument, the team is developing three-dimensional (3-D) models of existing MCT questions such that a BLV population may perceive the test tactilely with their hands. This paper focuses on the development of the Tactile MCT (TMCT) instrument and does not report on the use of or results from the new instrument. Future work will investigate the validity and reliability of the adapted instrument. Each TMCT question is created by modeling and 3-D printing the objects represented by twodimensional pictorial drawings on the MCT. The 3-D models of 25 items of the MCT are created using a solid modeling process followed by an additive 3-D printing process. The correct answer to each MCT question is the section view defined by a plane-of-intere...

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Spatial Strategies Employed by Blind and Low-Vision (BLV) Individuals on the Tactile Mental Cutting Test (TMCT)

International Journal of Engineering Pedagogy (iJEP)

Spatial ability is a well-known predictor of success in science, technology, engineering, and mat... more Spatial ability is a well-known predictor of success in science, technology, engineering, and mathematics (STEM) fields. The purpose of this study was to investigate and understand the spatial strategies that were used by blind and low-vision (BLV) individuals as they solved problems on the tactile mental cutting test (TMCT), an instrument that was designed to measure the spatial ability of BLV audiences. The TMCT is an accessible adaptation of the older, 1938 version of the mental cutting test (MCT) that has been used extensively in spatial ability research. Additionally, this paper seeks to compare these strategies with existing strategies that have been investigated with sighted populations. The BLV community is underrepresented in engineering and in spatial ability research. By understanding how BLV students understand and solve spatial problems and concepts, educators can develop and enhance educational content that is relevant to this population. By incorporating perspectives ...

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Task Performance, Strategy, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems

Sophomore engineering students display cognitive strategies while solving Statics problems that y... more Sophomore engineering students display cognitive strategies while solving Statics problems that yield insight into our understanding of their native levels of knowledge. Within this stage of their academic careers, initial engineering courses are being taken, laying the foundations for future engineering success. Engineering Statics - the first class in the engineering mechanics series as well as one of the first engineering courses offered to many engineering students - presents a prime environment to understand fundamental issues regarding students strategies and misconceptions in a problem solving process. Gaining an understanding of these students\u27 approaches to Statics problems, and the possible accompanying misconceptions, is motivated by their direct correlation and impacts on future engineering coursework and success. This study aimed to discover cognitive strategies and misconceptions exhibited by engineering students as they are introduced to 2-D and 3-D force equilibrium concepts. Qualitative initial, axial, and selective coding methods, following a constant comparative analysis technique imbedded in grounded theory, were used to analyze the responses of students as they solve 2-D and 3-D force equilibrium problems recorded through a transcribed Think-Aloud protocol. An expanded pilot study - where the initial group of students solved traditional equilibrium problems and a follow-on group of students solved segmented equilibrium problems - is discussed in this paper. The study aimed to identify mental models for problem solving that can be used to frame interventions, as well as areas of need where such interventions would help students solving Statics problems. Procedural and conceptual aspects of students\u27 strategies and misconceptions are discussed individually and interactively. Results will foster future research, refine the qualitative methods applied, and direct pedagogical descriptions of the Statics problem-solving process